1、英语教学论课程作业习题集英语教学论作业习题集Unit 1 Language and Language Learning 1.What are the three views on language? 1) Structural view on language: The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has
2、a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. This view on language limits knowing a language to knowing its structural rules and vocabulary.2) Functional view on language:The functional view s
3、ees language as a linguistic system but also as a means for doing things. Learners learn a language in order to be able to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. This view o
4、n language adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do.3) Interactional view on language: The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learn
5、ers not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. This view on language says that to know how to do what one wants to do involves also knowing whether it is appropriate to do
6、so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. What are the views on language learning?1) Behaviourist theory:The behavio
7、rist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Raynors theory of conditioning to the way humans acquire language (Harmer, 1983) The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certa
8、in procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30) Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is refer
9、red to as behaviorism.2) Cognitive theory: The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomskys reaction to Skinners behaviorist theory, which led to the revival of structural
10、 linguistics. According to Chomsky, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite of sentenc
11、es can be produced. A language learner acquires language competence, which enables him to produce language.3） Constructivist theory The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows.
12、 It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey(杜威) believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners t
13、o foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners interests and curiosity for learning.4） Socio-constructivist theor
14、yVygotsky (前苏联心理学家维果茨基 ,1978) emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD可能发展区/最近发展区 ) and scaffolding鹰架/支架/脚手架. That is to say, learning is best achieved through the dynamic interaction between the te
15、acher and the learner and between learners. With the teachers scaffolding through questions and explanations, or with a more capable peers support, the learner can move to a higher level of understanding and extend his/her skills and knowledge to the fullest potential.3. What are the qualities of a
16、good language teacher?The main elements of a good English teacher are ethic devotion, professional qualities, and personal styles. (Then try to explain these three elements respectively according to your own understanding)Unit 2 Communicative Principles and Task-based Language Teaching1. What is com
17、municative competence?Hedge (2000: 46-55) discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency. Communicative competence entails knowing not only the language code or the form of language, but
18、 also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom.2. What are the three principles of communicative language teaching?a) the communicative principle: Activities that involve real
19、 communication promote learning. b) the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).c) the meaningfulness principle: Language that is meaningful to the learner supports the learning process.3. What are the six criteria for ev
20、aluating communicative classroom activities?1) communicative purpose 2) communicative desire 3) content, not form 4) variety of language 5) no teacher intervention 6) no material control4. What is Task-based Language Teaching?Task-based Language teaching is, in fact, a further development of Communi
21、cative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine form-focused teaching with communication-focused teaching.Unit 3 The National English Curriculum1. What are the designing
22、 principles for the National English Curriculum 2001?1)Aim for educating all students, and emphasise quality-oriented education.2)Promote learner-centredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability.4)Pay close attention to the
23、 learning process, and advocate experiential learning and participation.5)Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.2.What are the goa
24、ls and objectives of English language teaching? The new curriculum is designed to promote students overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is furt
25、her divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and
26、 capabilities.3. What are the challenges facing English language teachers? 1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional ro
27、le of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language tea
28、chers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4 Lesson Planning1. Why is lesson planning necessary?Lesson planning means making decisions in advance about what techniques, activities and materials will be used
29、in the class. It is obvious that lesson planning is necessary.Benefits:1) To make the teacher aware of the aims and language contents of the lesson.2) To help the teacher distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one
30、 stage to another.3) Proper lesson planning gives the teacher opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.4) Lesson planning gives teachers, especially novice teachers, confidence in cl
31、ass.5) The teacher also becomes aware of the teaching aids that are needed for the lesson.6) Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them. The teacher soon learns to judge lesson stages and phases with greater accu
32、racy.7) The plan, with the teachers comments and corrections, provides a useful, time-saving reference when the teacher next plans the same lesson. 8) Lesson planning is a good practice and a sign of professionalism.2. What are the principles for good lesson planning?Aims means the realistic goals for the lesson. That is, the teacher needs to have a clear idea of what he / she would like to achieve for the lesson or what outcomes are expected from the lesson.Variety means planning a number of different types of activities and where poss
